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Evidence Guide: LMTFD5003B - Analyse fit model

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

LMTFD5003B - Analyse fit model

What evidence can you provide to prove your understanding of each of the following citeria?

Scope design brief in relation to target market

  1. Profile of target market population is obtained.
  2. Demographics of market population are identified.
  3. Intended purpose of design is established.
  4. Design brief is interpreted and appropriate sizing system and fit model is selected to represent target population.
  5. Where necessary design brief is clarified with designer.
  6. Approval of fit model for design brief is approved by stakeholders.
  7. Communication and work schedule is developed with fit model for measurement taking, fittings and presentation of garments.
Profile of target market population is obtained.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demographics of market population are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Intended purpose of design is established.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design brief is interpreted and appropriate sizing system and fit model is selected to represent target population.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where necessary design brief is clarified with designer.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Approval of fit model for design brief is approved by stakeholders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communication and work schedule is developed with fit model for measurement taking, fittings and presentation of garments.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Measure fit model

  1. Tools and equipment are obtained and fit model prepared for measurement and or image capture.
  2. Body reference points are established and marked.
  3. Body measurements of fit model are taken and recorded.
  4. Designer and product development team are consulted for analysis of measurements.
Tools and equipment are obtained and fit model prepared for measurement and or image capture.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Body reference points are established and marked.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Body measurements of fit model are taken and recorded.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Designer and product development team are consulted for analysis of measurements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess physical characteristics

  1. Body characteristics are identified and compared to standard body.
  2. Unique features are identified and assessed for potential problems in fit.
  3. Information on body characteristics of fit model is recorded.
Body characteristics are identified and compared to standard body.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Unique features are identified and assessed for potential problems in fit.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information on body characteristics of fit model is recorded.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select representation of fit model

  1. Types of dress forms or 3D avatars available to designers and technicians are identified and evaluated according to resources.
  2. Comparisons to fit model are made and appropriate representation is selected.
Types of dress forms or 3D avatars available to designers and technicians are identified and evaluated according to resources.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Comparisons to fit model are made and appropriate representation is selected.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for the Training Package.

Critical aspects of evidence

Demonstrates skills and knowledge to:

scope and interpret design brief

select and measure fit model accurately

analyse and assess physical characteristics

record measurements

select appropriate representation of fit model for use in product development

Consistency in performance

Consistently applies skills and knowledge when:

organising work

completing tasks

identifying improvements

using workplace practices

using OHS practices

recording and reporting accidents and incidents

assessing operational readiness of equipment used and work processes

recognising and adapting to cultural differences in the workplace, including modes of behaviour and interactions

completing work systematically with attention to detail without damage to goods and equipment

Resource implications

Access is required to real or appropriately simulated situations, including work areas, materials and equipment, and to information on workplace practices and OHS practices.

Context for assessment

Assessment may occur on the job or in an appropriately simulated environment.

Interdependent assessment

This unit may be assessed independently or in combination with other relevant units.

Required Skills and Knowledge

UNDERPINNING KNOWLEDGE

Demonstrates knowledge of:

OHS practices, including hazard identification and control measures

quality practices

workplace practices

recording and reporting practices

Demonstrates skills to:

consistently achieve quality and production output requirements

read, interpret and follow information on work specifications, standard operating procedures and work instructions, and other reference material

maintain accurate records

communicate within the workplace

sequence operations

meet specifications

clarify and check task-related information

carry out work according to OHS practices

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the Performance Criteria, is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs if the candidate, accessibility of the item, and local industry and regional contexts.

Legislative/regulatory requirements

All work must comply with relevant Federal and State or Territory legislative or regulatory requirements.

Target market may include:

plus sizes

petit sizes

teen

mature age

baby

toddler

Demographics may include:

age

ethnicity

gender

Sizing system may include:

women's sizes such as 10, 12, 14, 16, etc.

men's sizes such as 92, 95, 98, etc.

women's bra sizes such ad 12A, 12B, 12C, 12D, 12DD, etc.

children's sizes such as 5, 6, 7, 8, 9, 10, etc.

babies' sizes such as 0000, 000, 00, 0, etc.

Tools and equipment may include:

manual or electronic tape measure

image capturing devices

pen/pencil

measure chart

tape, cord or elastic

eraser

Australian Standard Chart

Body measurements may include:

height and weight

body reference points such as nape, acromion, waist point, seat vertex, abdomen vertex, carpus, neck base, upper sternum, bust point, pelvic bone

levels such as crown, shoulder, scye, bust or chest, waist, hip, crotch, knee

girth measurements such as waist, bust or chest, hip, high hip, upper and under bust, head circumference, upper arm, wrist, thigh, calf, ankle, heel/instep

horizontal measurements such as shoulder, shoulder breadth, across front, across back, bust point to bust point

vertical measurements such as nape to centre back waist, nape to neck base, nape to bust or chest, nape to waist, nape to wrist, centre front waist to floor, centre back waist to floor, right-hand side waist to floor, left-hand side waist to floor, waist to hip, inside leg, body rise, arm length, neck length

cup size

shoulder angle

seat prominence

thigh

knee

instep

calf

Body characteristics may include:

posture

genetic, developmental and structural influences

shape classifications such as hourglass, rectangular, pear, inverted triangle

anthropometric classifications - somatotypes

shoulder slope - raised, normal, sloping

body sway and postural asymmetry - according to lower and upper body

proportions - short or long waisted, mid-body shortness

Standard body may include:

Australian Standards, international standards, and recommended size charts

proprietary data developed in-house or through external sources which define the figure as proportional, aligned and falling within appropriate weight for age parameters for target population

Unique features may include:

common postural faults such as forward head, rounding of shoulders, anterior/posterior pelvic tilts, sway back, flat back

prominent features such as protruding abdomen, bust or seat

spinal and pelvic rotation

foot alignment such as supinated or pronated foot

arm types such as very thin or heavy

leg types such as bow legs or knock knees

neck length such as long or short

OHS practices

OHS practices must include hazard identification and control, risk assessment and implementation of risk reduction measures specific to the tasks described by this unit and may include:

manual handling techniques

standard operating procedures

personal protective equipment

safe materials handling

taking of rest breaks

ergonomic arrangement of workplaces

following marked walkways

safe storage of equipment

housekeeping

reporting accidents and incidents

other OHS practices relevant to the job and enterprise